Not to limit their vision to narrowly defined training issue and needs but always see the larger picture of the business, its needs and its goals.

We present a conceptual framework for analyzing and articulating the linkage between training and business outcomes – a framework called the LOGIC OF TRAINING.

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This is a framework through which we help our partners view all training requests and how it helps them identify the business goals, clarify them and communicate the business case for the training.

The framework is meant to answer both in general and in regards to specific:
Why is this training needed?
Why is it important?
What are the business result it can (and will) deliver?
A person(s) lacks a needed attitude, skill or knowledge (ASK).
Participates in an intervention designed to provide the ASK.

Masters the new ASK
Uses the new ASK effectively in important workplace behaviour
That produces results
That adds value to the organization.

This means asking questions.

The sequence of questions should focus on the business goals and the issues that lie behind the request.

The questions should help clarify what performance improvements are needed, from which job roles, to help improve business outcomes.

The first phase of questions should clarify the logical connection between the job role performance and the business issues or goals that are the focus of the training – making sure that the connections are clear and valid.

Next, the logical analysis is completed by identifying the capabilities (including ASK) those employees in the relevant job roles need in order to improve their Perfromance.
LOT helps getting deep at business linkage vs. a superficial connection.

E.g. “we need to do a customer service training, so that we can improve customer loyalty and retention.”
Superficial linkage that merely connects the training nominally with the nature of the business goals of the business is not good enough.

Such linkage does not specify the particular behaviour and performance changes that will have to be achieved in order to truly impact the business goal.

We need to develop a clear LINE OF SIGHT – step by step linkage that connects the training, the job behaviours and the specific results through a logic analysis.

The LINE OF SIGHT describes in specific terms the connection between each of the following elements:
The key organization goals/strategy that the training is intended to support.

The team or individual results that need to be achieved to contribute to those goals.

The most critical on the job situations (moments of truth) where better performance will lead to better team or individual results.

The learning outcomes from the training that will equip the trainees to be effective in those on the job situations.

The impact map is a simple graphically lean and clear tool for capturing the line of sight.

The impact map is an essential communication tool used to drive vital dialogues that captures the essential logic of the training. This helps stakeholders understand and revise if necessary, and agree on the business logic for the training.

Combined with the impact map the dialogue can be used to explore all of the following vital questions and issues:
Are the goals important?
Are other goals more important right now?
Should these other goals be pursued instead of these?
What is the financial value of improvement on these goals?
Given the likely costs for the training, how much improvement on the business goal is needed to cover expenses for the training?
Is this much improvement likely to be achieved?
Are these job results important to achieving the business goals?
Would other job results be more important to focus on?
How are we currently performing on these results?
How much improvement on these results would it take to make a worthwhile contribution to the business goals we are aiming for?
Are there other more efficient and effective ways to achieve these job results (e.g. coaching, incentives, job redesign, tools or technology)?
Do the employees and their managers understand, pay attention to and buy into these results?
Are these the right actions to help drive the results we are aiming for?
Do the employees know they are supposed to do these things?
How well are people currently performing these actions?
Are there other more efficient and effective ways to get people to perform better on these actions (e.g. coaching, incentives, job redesign, tools or technology)?
Would the learning capabilities that the training targets helps employees perform these actions?
Do employees already know how to do the things listed as learning outcomes?
Are these the right things to know and do better to perform the actions needed?
Are our employees capable of mastering these learning outcomes at the level of proficiency needed?
Are there alternative, more efficient and more efficient ways to provide employees with these capabilities?

Clarify initial business goals, stakes and risks.

Wining support from trainee’s managers
Help individual trainees set and commit to, a personalized course of action to master and apply the learning
An impact map is a visualization of scope and underlying assumptions, created collaboratively by senior and technical business people.

It is a mind map grown during a discussion facilitated by answering the following four questions:
WHY – Why are we doing this?
(This is the goal we are trying to achieve.)
The purpose of the goal is to allow delivery organization and the business partners to re-valuate the plan as new information becomes available.

The goal should not be about building products of delivering the project scope. They should explain why such a thing would be useful.

Goals should present the problem to be solved not the solution. Avoid design constraints in a goal definition
WHO – The first level of an impact map provides answers to the following questions:
Who can produce the desired effect and who can obstruct it?
Who are the consumers?
Who will be impacted by it?
These are the actors who can influence the outcome
HOW – The second level of an impact map sets the actors in the perspective of the business goal. It answers the following questions:
How should our actors behaviour change?
How can they help us to achieve the goal?
How can they obstruct or prevent us from succeeding?
These are the impacts we are trying to create
WHAT – Once we have the first three questions answered, we can talk about scope. The third level of an impact map answers the following question:
What can we do as an organization or delivery team to support the required impacts?
These are the deliverables and organizational activities.
Who – The Trainees.

What – ASK are they to be trained on?
How – Which Job Behaviours are you trying to change or encourage?
Job Success Indicators – How will we know if we are succeeding?
Business Objective – The WHY.
Strategic Goal
Why Training initiatives fail:
Inability to translate strategic priorities into effective training interventions.

Inability of identifying key learning needs of individuals and business functions.

Managing key contextual factors that affect the training process.

Integrating training technologies with non-training performance improvement methods e.g. rewards and incentives or supervisory feedback.

Involving key non-training partners such as supervisors and managers in the learning process.

Managing post learning interventions to reinforce application of training on the job.

Embedding learning into the work process so that employees learn while they work.

Measuring the efficiency of the training process to improve results and reduce cost.

Deriving tangible results from training is a big challenge.

That’s a huge unrealized value.

Is there a way to tap into this potential to realize the full value of training investments?
CBI seeks to engage with its clients to help achieve those values by creating behavioural change.
HOW? We change training events into learning journeys by combining the multiple steps that structures, implements and measures a successful training program.
Both the learner and the manager have a clear view of the training objective and goal making it easy to track progress, stay engaged and motivated.

We use guided social learning to help create and facilitate behaviour change, to share knowledge, encourage positive peer pressure and motivate the participants through the shared learning experiences of others.

We shift accountability from learning in the classroom to application and performance on the job. This creates higher motivation, higher levels of engagement and increases training results.

Managers are key contributors to increased performance. We work with them to set expectations against business needs, provide on the job support and provide valuable feedback loops on new behaviours.

We ensure the manager in engaged in the learners progress and has an easy way to interact before, during and after the training